1. Ecology, Heart, Immune, and EOC Review
4/13 – 5/1

2. Accommodations for ESE, 504 & ELL
1. Provide notes when requiring student to copy.
2. Highlight key concepts.
3. Allow extended time.
4. Provide materials for review.
5. Read directions for student.
6. Check for comprehension.
7. Leave class for assistance.
8. Use organizational strategies.
9. Question students when necessary.

3. Friday 4/13 agenda Learning Goal Bell Ringer I Do – Ecology Notes We Do – levels of organization You Do - Highlight Key Concepts

4. Learning Goal and Bell Ringer Friday 4/13 (P165)
Benchmark
SC.912.L.17.8 Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species.
Learning Goal
I will be able to explain ecology.
I will be able to explain organization of life.
Bell Ringer
What are the levels of organization in Biology?

5. Ecology: Organisms + Their Environment
INB Page 171 – ON schoology
Ecology: Organisms + Their Environment
copyright cmassengale

6. Levels of Organization

7. Levels of Ecology Organizer (172)
Organism Definition/Image
Population Definition/Image
Community Definition/Image
Ecosystem Definition/Image
Biome Definition/Image
Biosphere Definition/Image
copyright cmassengale

8. Friday 4/13 Exit Add in Pages to TOC
Complete open foldable on levels of ecology
copyright cmassengale

9. Monday 4/16 agenda Learning Goal Bell Ringer I Do – Population + Community Notes We Do – Relationship open foldable You Do - Highlight Key Concepts

10. Learning Goal and Bell Ringer Monday 4/16 (P173)
Benchmark
SC.912.L.17.5 Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity.
SC.912.L.17.8 Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species.
SC.912.L.17.9 Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.
Learning Goal
I will be able to explain population growth.
I will be able to explain factors of population growth.
Bell Ringer
What are the macromolecules and their monomers?
Carbohydrates – Monosaccharide
Lipid – Fatty Acid + Glyceride
Protein – Amino Acid
Nucleic Acid – Nucleotides

11. How do they Change Overtime? On Schoology p174
Populations
How do they Change Overtime?
On Schoology p174

12. Community and Relationships in Communities
On schoology p175

13. Monday 4/16 Add in Pages to TOC Underline Key Words
Highlight important information
Draw Images for open foldable

14. Tuesday 4/17 agenda Learning Goal Bell Ringer I Do – Review Unit We Do – Keystone Species You Do – Energy in Ecosystems

15. Learning Goal and Bell Ringer Tuesday 4/17 (P173)
Benchmark
SC.912.L.17.5 Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity.
SC.912.L.17.8 Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species.
SC.912.L.17.9 Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.
Learning Goal
I will be able to explain population growth.
I will be able to explain factors of population growth.
I will be able to explain keystone species.
I will be able to explain energy flow.
Bell Ringer
What are enzymes? What effects them?
Enzyme – catalyst that speeds up chemical reactions in living things
pH, Temperature, Concentration, Inhibitors

16. 10 minute stop summaries Ecology Summary
I will be able to explain ecology.
I will be able to explain organization of life.
4-5 sentences
Population + Community Summary
I will be able to explain population growth.
I will be able to explain factors of population growth.
I will be able to explain community relationships.
6 sentences

17. Keystone Species
Use the video and article to complete the keystone specie worksheet.
The worksheet goes on 177.

18. Energy in the Ecosystem
Use the power point online and complete the outlined notes for page 178.

19. Tuesday 4/17 Add in Pages to TOC Finish keystone specie worksheet
Finish energy in ecosystem

20. Wednesday 4/18 agenda Learning Goal Bell Ringer I Did – Ecology + Population + Community Notes We Do – Discuss food web vs food chain You Do – Energy in Ecosystems Worksheet + Create your own food web

21. Learning Goal and Bell Ringer Wednesday 4/18 (P173)
Benchmark
SC.912.L.17.5 Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity.
SC.912.L.17.8 Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species.
SC.912.L.17.9 Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.
Learning Goal
I will be able to explain food chains and food webs.
I will be able to create and answer questions on a food web.
Bell Ringer
Differentiate Prokaryote and Eukaryote Cells.
Differentiate Animal and Plant Cells.
Prokaryote – no nucleus, circular DNA, no membrane bound organelles
Eukaryote – nucleus, linear DNA, membrane bound organelles
Plant – 1 Large vacuole, Chloroplast, Cell Wall
Animal – small vacuoles, centrioles, centrosomes

22. Energy in the Ecosystem
Use the power point online and complete the outlined notes for page 178.

23. Create your own Food Web
Create your own food web with 12 organisms.
Have your food web checked off
Answer the food web questions on your own food web

24. Wednesday 4/18
Add in Pages to TOC
Finish create your own food web

25. Thursday 4/19 agenda Learning Goal Bell Ringer I Do – Biogeochemical Cycle We Do – Biogeochemical cycle sheet You Do – Highlight Notes

26. Learning Goal and Bell Ringer Thursday 4/19 (P173)
Ribosomes – make protein
Nucleus – brain, contain DNA
Mitochondria – energy
Golgi Body – modify/package proteins
Vacuole – store fluid
Benchmark
SC.912.L.17.5 Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity.
SC.912.L.17.8 Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species.
SC.912.L.17.9 Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.
Learning Goal
I will be able to explain food chains and food webs.
I will be able to create and answer questions on a food web.
Bell Ringer
What is the purpose of the following:
Ribosomes
Nucleus
Mitochondria
Golgi Body
Vacuole

27. Thursday 4/19 Add in Pages to TOC
Biogeochemical Notes Cycle Sheet 181
Use the PPT to complete

28. Friday 4/20 agenda Learning Goal Bell Ringer I Do – Biogeochemical Cycle We Do – Biogeochemical cycle sheet You Do – Highlight Notes

29. Learning Goal and Bell Ringer Friday 4/20 (P173)
Active Transport – uses energy: exocytosis, endocytosis, protein pump
Passive Transport – No energy: osmosis, simple diffusion, facilitated diffusion
Benchmark
SC.912.L.17.5 Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity.
SC.912.L.17.8 Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species.
SC.912.L.17.9 Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.
Learning Goal
I will be able to explain food chains and food webs.
I will be able to create and answer questions on a food web.
Bell Ringer
Differentiate active and passive transport.
Give examples of both.

30. Friday 4/20 Add in Pages to TOC
Ecological Succession (182) use the online PPT
Aquatic Ecosystems (183) use the bookpages

31. Monday 4/23 agenda Learning Goal Bell Ringer I Do – Heart Notes We Do – Heart Foldable You Do – Highlight Notes

32. Learning Goal and Bell Ringer Monday 4/23 (P185)
6CO2 + 6H2O + light energy = C6H12O6 + 6O2
Benchmark
SC.912.L Describe the factors affecting blood flow through the cardiovascular system.
Learning Goal
I will be able to trace blood through the heart.
I will be able to keep the heart healthy.
Bell Ringer
What is the chemical reaction for photosynthesis? How does this relate to the reaction for cellular respiration.

33. The Human Heart (184) Label the Heart as shown.
Under the heart discuss:
Heart healthy life style
Blood viscosity importance
Poor blood flow related disorders
Use the Heart PPT to help with the information.

34. Monday 4/23
Add in Pages to TOC
Heart Knowledge!!

35. Tuesday 4/24 agenda Learning Goal Bell Ringer I Do – Introduce Immune Response You Do – Immune Notes

36. Learning Goal and Bell Ringer Tuesday 4/24 (P185)
Stigma – female collect pollen
Petals – attract insects for pollination
Sepal – protection for developing flower
Xylem – vascular moves water
Phloem – vasular moves sugars/nutrients
Benchmark
SC.912.L Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics.
SC.912.L.14.6 Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health.
Learning Goal
I will be able to explain the lines of defense in the immune system.
Bell Ringer
Explain the following plant organs.
Stigma
Petals
Sepal
Xylem
Phloem

37. The Immune System (p186) Invaders First Line of Defense
Second Line of Defense
Third Line of Defense
Make open foldable/chart. Include images, examples, and information on the immune system. Under define the following: Interferon, Lymphocyte, B Cell, T Cell, Phagocyte.
Use the cartoon pdf to help with the information.

38. Tuesday 4/24 Add in Pages to TOC Immune System Knowledge!!!
Open notebook quest tomorrow!

39. Thursday 4/26 agenda Learning Goal Bell Ringer We Do – Review for EOC You Do – Practice EOC tests

40. Learning Goal and Bell Ringer Thursday 4/26 (P185)
Mitosis – same at ending, asexual reproduction, 1 cycle
Meiosis – Half at ending, sexual reproduction, 2 cycles
Benchmark
Reviewing all benchmarks from the year.
Learning Goal
I will be able to pass the EOC!!
Bell Ringer
What is the difference between mitosis and meiosis?

41. Thursday 4/26 Review EOC Work on Review Packet
Go through EOC practice Quizzes

42. Friday 4/27 agenda Learning Goal Bell Ringer We Do – Review for EOC You Do – Practice EOC tests

43. Learning Goal and Bell Ringer Friday 4/27 (P185)
Testes – produce sperm
Epididymis – tube above testes where sperm develops
Ovaries – produce eggs
Uterus – where young develops, layer shed during menstration
Benchmark
Reviewing all benchmarks from the year.
Learning Goal
I will be able to pass the EOC!!
Bell Ringer
Describe the function of the following
Testes
Epididymis
Ovaries
Uterus

44. Friday 4/27 Review EOC Work on Review Packet
Go through EOC practice Quizzes

45. Monday 4/30 agenda Learning Goal Bell Ringer We Do – Review for EOC You Do – Practice EOC tests

46. Learning Goal and Bell Ringer Monday 4/30 (P195)
Phenotype – physical traits
Genotype – genes for traits
Dominance – one form is complete dominate
Incomplete dominance – neither is dominate, heterozygote is a mix
Codominance – neither is dominate, heterozygote is showing both
Benchmark
Reviewing all benchmarks from the year.
Learning Goal
I will be able to pass the EOC!!
Bell Ringer
What do the following mean?
Phenotype
Genotype
Dominance
Incomplete dominance
Codominance

47. Monday 4/30 Review EOC Work on Review Packet
Go through EOC practice Quizzes

48. Tuesday 5/1 agenda Learning Goal Bell Ringer We Do – Review for EOC You Do – Practice EOC tests

49. Learning Goal and Bell Ringer Tuesday 5/1 (P195)
TAC CAT AGC
UAC CAU AGC
Tyrosine Histidine Arginine
Benchmark
Reviewing all benchmarks from the year.
Learning Goal
I will be able to pass the EOC!!
Bell Ringer
For the complementary strand for the following DNA strand:
ATG GTA TCG
What is the RNA stand?
What is the amino acid sequence?

50. Tuesday 5/1 Review EOC Work on Review Packet
Go through EOC practice Quizzes